Gamificación en cursos de inglés B1–B2: motivación, persistencia y logros
DOI:
https://doi.org/10.55204/trc.v5i2.e548Keywords:
Gamificación; aprendizaje del inglés; motivación académica; persistencia; logros lingüísticos; inglés B1–B2; enseñanza de lenguas; revisión sistemática.Abstract
This article analyzes the scientific evidence on the impact of gamification on motivation, persistence, and linguistic achievement among B1–B2 English learners. A systematic qualitative literature review was conducted based on 22 studies published between 2015 and 2024 in databases such as Scopus, Web of Science, ERIC, and ScienceDirect. After applying selection and quality assessment criteria, 20 high-relevance studies were included in the final analysis. The findings indicate that gamification enhances both intrinsic and extrinsic motivation when elements such as immediate feedback, levels, badges, missions, and collaborative dynamics are implemented. Furthermore, particularly in repetitive tasks and in intermediate stages where motivation typically declines. Regarding linguistic outcomes, gamification shows consistent benefits in vocabulary acquisition, reading comprehension, and basic oral production, while results in grammar learning remain mixed. Overall, gamification emerges as an effective pedagogical approach for B1–B2 learners, provided it is applied through a coherent instructional design aligned with communicative objectives and supported by meaningful learning principles.
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